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持続可能な学校改善に向けて ―全国と自治体の学力・学習状況調査を活用して―
https://mue.repo.nii.ac.jp/records/2000066
https://mue.repo.nii.ac.jp/records/20000664a003f1b-ab65-4acd-bf08-5029e6b73ad7
名前 / ファイル | ライセンス | アクション |
---|---|---|
持続可能な学校改善に向けて (2.9 MB)
|
Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||||
---|---|---|---|---|---|---|---|---|
公開日 | 2024-04-18 | |||||||
タイトル | ||||||||
言語 | ja | |||||||
タイトル | 持続可能な学校改善に向けて ―全国と自治体の学力・学習状況調査を活用して― | |||||||
タイトル | ||||||||
言語 | en | |||||||
タイトル | Toward sustainable school improvement ― Utilizing national and local government academic ability and learning situation surveys ― | |||||||
言語 | ||||||||
言語 | jpn | |||||||
キーワード | ||||||||
主題Scheme | Other | |||||||
主題 | プラットフォームとしてのデータ | |||||||
キーワード | ||||||||
主題Scheme | Other | |||||||
主題 | エビデンス | |||||||
キーワード | ||||||||
主題Scheme | Other | |||||||
主題 | アクションリサーチ | |||||||
キーワード | ||||||||
主題Scheme | Other | |||||||
主題 | 中堅層の教員 | |||||||
キーワード | ||||||||
主題Scheme | Other | |||||||
主題 | 効果量 | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Date as platform | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Evidence | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Action research | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Middle teachers | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Effect size | |||||||
資源タイプ | ||||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
資源タイプ | departmental bulletin paper | |||||||
著者名(日) |
本図, 愛実
× 本図, 愛実× 板垣, 英恵
× 田端, 健人 |
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抄録(日) | ||||||||
内容記述タイプ | Abstract | |||||||
内容記述 | さまざまな学校課題を抱える教育現場において,個々の教職員の能力の最大化を図りながら,組織的に教育活動の改善を持続させていくことは可能なのか。令和4年度,第2著者の所属校(A小学校)において,数量的エビデンスをプラットフォームとして,教職員の協働による学校改善を試みた。1年間のその取組を本稿で報告し,その効果を分析する。 まずはじめに,A小学校の課題を整理した。次に第1章で,学力・学習状況調査のエビデンスが,教職員協働のためのプラットフォームになることを示した。第2章では,第2著者がA小学校の全教職員に対し,計画的に配付した通信の内容と効果を示した。この通信は,学校課題と重点的な対応策,その対応策に基づくさまざまな実践を全教職員で共有することをねらったものである。第3章では,通信を契機に,中堅層の教員と第2著者が協働して取り組んだ授業改善の内容を示した。一つは,中堅層の教員の専門性を生かしながら取り組んだ社会科,二つは,A小学校の地域資源を活用した探究的な学習における授業改善である。これらの授業改善については,子供の振り返りアンケートや教員への聞き取りにより,その効果や他教員への波及効果を分析し,教職員で共有した。第4章では,1年間の学校改善の取組の効果を検証するために,令和5年度の全国と自治体の学力・学習状況調査の結果を令和4年度と比較し,経年変化を効果量で見積もった結果を示した。その結果,認知,非認知能力の平均値がともに上昇し,令和4年度の取組の成果が可視化できた。 | |||||||
抄録(英) | ||||||||
内容記述タイプ | Abstract | |||||||
内容記述 | In educational settings that face a variety of school issues, is it possible to sustain improvements in educational activities in an organized manner while maximizing the abilities of individual teachers? In 2020, at the school to which the second author belongs (Elementary School A), we attempted to improve the school through the collaboration of teachers and staff using quantitative evidence as a platform. This paper reports on these efforts over the past year and analyzes their effects. First, we organized the issues for Elementary School A. Next, in Chapter 1, we showed that evidence from academic ability and learning situation surveys can serve as a platform for faculty collaboration. In Chapter 2, the second author presented the contents and effects of newsletter that was systematically distributed to all teachers at Elementary School A. The aim is for all faculty members to share various practices based on this. In Chapter 3, we presented the details of the class improvements that mid-career teachers and the second author worked on in collaboration with the newsletter. The first was social studies, which took advantage of the expertise of mid-career teachers, and the second was the improvement of lessons in exploratory learning that utilized local resources at Elementary School A. Regarding these class improvements, the effects and ripple effects on other teachers were analyzed using feedback questionnaires from children and interviews with teachers, and the results were shared with teachers. In Chapter 4, to verify the effects of one-year school improvement efforts, we will compare the results of the 2023 national and local government academic achievement and learning situation surveys to 2022. We compared the results with the previous year and showed the results of estimating the change over time in terms of effect size. As a result, the average values of both cognitive and non-cognitive abilities increased, making it possible to visualize the results of the efforts in 2022. | |||||||
言語 | en | |||||||
雑誌書誌ID | ||||||||
収録物識別子タイプ | NCID | |||||||
収録物識別子 | AA1125110X | |||||||
書誌情報 |
ja : 宮城教育大学紀要 巻 58, p. 303-317, 発行日 2024-03-31 |